Memorandum...Final Thoughts

I found I really enjoyed the memorandum assignment. I felt it was a good way to finish we all of our readings and research. Not only was I able to document my finding and read about the other articles, but I was able to actually put the concepts and ideas discussed in the articles to use. It really made me feel that I could make a difference through my education, for I had never thought about making proposals and writing memorandums to my administrators. The memorandum was a great way for me to filter through all the information from the articles and pick out which concepts and ideas I felt were the most pressing issues in public schools. It was hard to be specific in my recommendations and to narrow down the articles, for there were so many examples and information that seems relevant in the classroom. While in an ideal world all of these are important and needed for students, this assignment made me understand how change occur one step at a time. If teachers can recognize the different backgrounds their students bring to school, they then may realize the importance of students picking their writing topics, and in turn may realize the impact of having students read their work aloud. It made me realize those who research literacy skills and teaching practices not only can make change by each individual teacher, but also have the ability to influence change throughout the entire system.

Correctness

I really found page 2, "A word about correctness" interesting for it addressed the common issue of people being worried about their writing being correct, rather than the actual content. It made me think of the teachers that have separate grades for content and grammar. I think it is smart to separate the two, for there are so many components of writing, it seems silly to mark down a paper for grammatical errors when the ideas and thought process are brillant. However, as the second page points out, grammar is a significant factor, for brillant ideas can not be expressed to the outside world if they are unable to be read. Ideally, writers should learn the rules of the English language as soon as possible, that way the grammar aspect is second nature and all focus can keep on the writing content.

Writing takes practice. Many of the rules within "Rules of Thumb" mention the need for practice to bring comfort. For example, spelling takes practice, exposure, and most important, patience. Words such as although, however, and but can be interchanged, but provide completely different meanings. Knowing certian rules such as these help a writer become more confident. When I think about the importance of correction in writing I think it definately depends on the grade level. Young students, K-8, should be encouraged to write freely. Teachers can do grammar specific assignments and go over common areas in class, but students should be supported and encouraged to explore their creative writing skills. This time for students is key, for if teachers are too harsh in the beginning with grammar rules, students will become discouraged a grow a strong dislike for writing all together. Once in high school teachers should begin to focus more on the importance of correctness, however still encouraging the content aspect. Students need to be prepared for exit exams and be at an entry college level, but they also need to value their work.

What I'm Thinking So Far about All of This...

In all three articles I have read there seems to be a common theme of using students' experiences and established knowledge when it comes to teaching them how to write. Students enter the classroom with backgrounds and foundations already established. Teachers need to figure out where a student is coming from and expand on the foundation that exists. One article I read by Graves stated, "Take their writing where it is and show them how to make it better." There is no one starting point, and there is no way method that will work across the board. It is vital for teachers to recognize this and be supportive and optimistic regardless of where a student starts out.
There also seems to be a common theme of a need for teachers to be supportive and open to each students. A student will embrace an assignment if it is an interest to them. Many of the articles support students picking their own topics for writing assignments and collaboration between students. Students are use to interaction, whether it is at home, with a form of technology, or through converstaion. This interaction needs to be carried over to writing. Students will value their work more if they know other classmates will read it. They also will get to personally experience editing and revision, not only through their work but through the work of there peers. It is often easier to see common mistakes when you are looking at a piece of writing that is not your own.
A teacher needs to demonstrate how to take a verbal conversation and put the same ideas in a form of writing. This way the student will understand the difference between verbal and written communication. In one article students where very articulate outside of the classroom, but once in the classroom they could only write simple sentences. Again, the teacher needs to recognize the where the student's strengths are and try to incorporate their interests and background in the classroom.
When I think about the memorandum assignment I think that these are the issues that need to be focused on. A student's experiences are valuable to the teachings of the classroom. Each studnet is different. Each student can be successful. Each student has a trigger. It is the teacher's job to focus in on the students and help them succeed.